Margarita Ivanova
Workshop “System-activity approach in preschool educational institutions, as the basis for the implementation of the Federal State Educational Standard”
"The only path leading to knowledge is
This activity»
Subject: System-activity approach in preschool educational institutions, How basis for the implementation of the Federal State Educational Standard
Target: create conditions for teachers to master theoretical knowledge and practical skills in working with preschoolers.
Move seminar: In the context of new social transformations in Russia, education is becoming the most important resource of socio-economic, political and cultural development countries. Life in constantly changing conditions is becoming the new norm, which requires the ability to solve constantly emerging new, non-standard problems. New requirements are being introduced for all levels of education. Preschool education has not been left out either. System preschool education switched to a new one stage: evidence of this is the introduction of the Federal State Educational Standard for Preschool Education. IN the basis of the standard is laid, conceptually based on ensuring compliance with educational activities pupils according to their age and individual characteristics, representing the diversity of individual educational trajectories and individual development of each pupil (including gifted children and children with disabilities) disabilities health, ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone immediate development. At implementation in domestic education in basis put the development of cognitive and educational motives, which requires the teacher to create the following conditions:
careful development of problem situations,
development of the creative attitude of preschool children to the cognitive process;
selection necessary funds For self-realization, assessment of preschoolers taking into account their individual abilities and capabilities;
organization of the most fruitful educational cooperation.
Currently activity preschool teacher presupposes full awareness of the expediency, timeliness, and importance of the transition to federal standards new generation. The decisive factor is the readiness of a teacher working in a preschool institution to move to system-activity approach. The teacher must in full master modern technology and information technology, develop an educational and methodological package that will satisfy Federal State Educational Standard, arm yourself with the support of a material and technical base. An important condition implementation system-activity approach L. G. Peterson in preschool educational organization is implementation of the system of basic principles of the activity-based teaching method. These principles act as necessary psychological and pedagogical conditions for the organization educational process in a modern kindergarten.
System of basic principles
The principle of psychological comfort – involves the removal of all stress-forming factors educational process, creating a friendly atmosphere focused on implementation ideas of cooperation pedagogy, development of dialogue forms of communication.
Principle activity - is that that the child receives knowledge not in finished form, and extracts them himself in the process activities, actively participates in their improvement, which contributes to the active successful formation of its general cultural and activity abilities.
The principle of continuity means continuity between everyone levels and stages of training, taking into account age psychological characteristics children's development.
The principle of integrity - involves the formation by students of a generalized systemic ideas about the world (nature, society, oneself, the sociocultural world and the world activities, about the role and place of each science in system of sciences).
The minimax principle is next: the teacher must offer the child the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and ensure its absorption at the level of a socially safe minimum (state knowledge standard).
The principle of variability - involves the formation in children of abilities to systematic enumeration of options and adequate decision-making in situations of choice.
The principle of creativity means maximum focus on creativity in the educational process, the child’s acquisition own experience creative activities.
System-activity approach is currently the most suitable option for taking into account the psychological and mental characteristics of preschool children. It fully corresponds to the priorities chosen for the modernization of Russian educational systems.
- this is the organization of the educational process in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. His key point is a gradual departure from informational reproductive knowledge to knowledge of action. This an approach to the organization of the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.
Activity – a system of human actions
Activity approach- this is the organization and management of the teacher activities child when solving specially organized educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person (L. G. Peterson).
System-activity approach for learning presupposes that children have a cognitive motive (the desire to learn, discover, learn
Educational activities based on a system-activity approach has a certain structure.
(children's organization).
2. Creation problematic situation, goal setting.
3. Motivation to activities.
4. Designing a solution to a problem situation.
5. Performing actions.
6. Summing up, analysis activities. (Reflection).
Let's take a closer look at each of the stages.
1. Introduction to educational situation (children's organization) involves the creation of a psychological focus on gaming activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, children join a group to the music of the children, someone comes to visit, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game).
2. An important stage of educational activities based on a system-activity approach is the creation of a problem situation, goal setting, motivation to activities. To the topic of educational activities was not directed by the teacher, he gives children the opportunity to act in a well-known situation, and then creates a problematic situation (a difficulty that activates the pupils and arouses their interest in the topic. For example, “Children today in our kindergarten a letter came to email from the Violet Forest, but it turned out to be encrypted, and to read it we need to guess the code, and this code is not simple, but mysterious. Then we solve riddles."
3. The next stage is designing a solution to a problem situation. The teacher, with the help of introductory dialogue, helps children independently get out of a problematic situation and find ways to solve it. For example, “You and I are going to a birthday party, but it’s not nice to come without a gift.”. At this stage, it is important not to evaluate children’s answers, but to offer them something to choose from, based on their personal experience.
4. At the stage of performing the action, a new algorithm is compiled activities based old and there is a return to the problematic situation.
To solve a problem situation they use didactic material, different shapes children's organizations. For example, a teacher organizes children’s discussion of a problem in microgroups: “What can you give a girl Dolka for her birthday?” Pupils choose from examples proposed by the teacher.
5. Summarizing and analysis stage activities include:
Fixation of movement by content (“What did we do? How did we do it? Why);
Finding out practical application new meaningful step ( “Is what we learned today important? Why will this be useful to you in life?”);
Group reflection activities(“What did you manage to do together as a team? Did everything work out for you?”);
Reflection of one's own child's activities(“Who didn’t succeed? What exactly? Why do you think?”).
Forms of working with children.
Experimental research activity. Research, search activity – natural state child, because he is determined to master the world around him and wants to know it.
During the experimental research activities a preschooler learns to observe, think, compare, answer questions, draw conclusions, establish cause and effect connection: why does an iron ball sink, but a wooden one does not; what will happen if you pour earth into a glass of water, etc.
Travel games - the child takes a walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is best to give to Dunno so that he is not late for school? (sand) , solar, mechanical or electronic, gaining the necessary experience activities.
Simulation games. Modeling involves replacing some objects with others (real - conditional) .Soft modules can turn into a steamship, car, airplane, household appliances, furniture, etc., pencil - can become a magic or conductor's wand. Modeling also includes games using model circuits. “What first, what then?”, “Where did the bread on the table come from?” and so on.
Artistic creativity, productive activity, where the child learns by mixing paints to get a new color, solving the problematic question “How to draw a purple eggplant if we only have three paints: red, blue, yellow?”, “Doll Masha loves flowers. How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed?” (you can draw her a whole meadow of flowers) etc.
Design activity
This is the practical application by children of their existing knowledge and skills; non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers; interest in activities bringing a public result, personal interest in it.
Of no small importance for implementation of a system-activity approach has a developing subject-spatial educational environment. RPOS, an environment in which the child feels comfortable and easily joins in any activity(game, design or artistic creativity)
For this purpose in groups of preschool educational institutions equip experimental areas activities, educational activities, a corner of nature, etc., where children can sift cereals through a sieve and determine why one cereal sifted and the other did not.
Using the components of the ERPOS in a group, children gain new knowledge, learn to build it into system, apply algorithms in practice, try to get out of difficult situations on their own, and reflect.
At the same time, the task of the teacher is to make learning motivated. Teach your child to independently set a goal and find ways and means to achieve it; help develop skills of control and self-control, assessment and self-esteem. However, not all preschool teachers, after approval Federal State Educational Standards of Educational Institutions have been restructured, have moved away from traditional forms of organizing the educational process.
In view of the above, the goal of our work should be systematization knowledge about new principles and approaches to the educational process.
In modeling the content of education within system-activity approach all teachers and preschool specialists take part institutions: educators, music director, physical education instructor.
Numerous studies by psychologists and educators show that the presence of knowledge in itself does not determine the success of learning. It is much more important that the child from the very beginning early age I learned to independently obtain knowledge and then apply it in practice. System-activity approach allows preschoolers to develop activity qualities that determine a child’s success in different stages training and its subsequent self-realization in the future.
Confucius also said: “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.”
By teaching a preschooler to independently acquire knowledge, we help him to be successful in school and increase his competence. And competence is knowledge in action.
Teach activities in an educational sense, this means making learning motivated, teaching the child to independently set a goal and find ways and means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem.
System-activity approach helps children discover new knowledge themselves, build them into system, apply in practice; develops the ability to reflect. Children learn to apply algorithms and try to get out of difficult situations on their own.
Only if the teacher is able to think through and develop his own educational programs, put into practice modern technologies he can be an innovator. If the teacher did not accept, did not comprehend the main idea of this approach, he cannot be considered one hundred percent competent, appropriate professional standards, created for teaching staff. The development of the younger generation should be carried out not through the implementation of individual tasks, but as a whole.
Practical tasks.
Today you have to complete tasks that will help you consolidate your knowledge system on the activity approach, and also demonstrate your abilities, thinking activity and reaction speed.
First task: The first team to answer will be the one that raises the colored flag first, for each correct answer you will receive a colored chip. At the end of the game we will sum up the game and find out who will be called "Education Connoisseur".
Question system?
Question: Continue defining the concept activities?
Answer:
System(from Greek - a whole made up of parts; a connection, a set of elements that are in relationships and connections with each other, which forms a certain integrity, unity.
Activity - a system of human actions aimed at achieving a specific goal.
Second task:
What is the goal system-activity approach to the organization of the educational process in preschool educational institutions?
Answer:
Nurturing the personality of a child actively participating in conscious activities who knows how to set a goal, find ways to achieve this goal and be responsible for the result activities
Third task: What statements should a teacher refuse?
Guys, come over, math begins
Petya suggested incorrectly, Masha didn’t think about what she said
What can you and I fly on?
What do bricks look like and where can you find them?
Sasha, bring a construction set, it will be bricks
Kirill, make sure the guys don’t look into the box, there’s a surprise in there
Misha, tell me where the garage is for cars
You play with cars, you go draw
Everyone got up and went to look for the squirrel.
Natasha, you are doing it wrong, you should do it this way
Fourth task: Choose correct option summing up results:
a) Sasha, well done, drew it very beautifully, Masha, had a good idea of what to draw, Katya and Ksyusha were the fastest to clear the table.
b) Guys, our lesson is over, we put everything away and go to the music room
Fifth task:
1) About what form of organization of children's activities in question?
Joint form activities, aimed at broadening the horizons of children and nurturing the cognitive activity of preschoolers. The teacher creates conditions that allow children to gain new experience independently or together with an adult, to gain knowledge through experimental, exploratory methods. (design activity)
2) What is the name of a situation of difficulty, the ways of overcoming which children do not know and they need to solve independently? (problematic)
3) Name the forms of work with children through which a system-activity approach is being implemented. (design activity, travel games, simulation games, artistic creativity, experimentation)
4) What are the features of a developing subject-spatial environment for implementation of a system-activity approach?
(The subject-spatial environment of the group should facilitate the child to easily be included in any activity: playing, designing, experimenting or artistic creation. Child during any activities must acquire new knowledge, learn to build it into system and apply algorithms in practice. The teacher must allow the child to struggle, to get out of difficult situations independently, to reflect, that is, to understand the problematic nature of the task assigned to him - to know “What was he doing? Why did he do this? Is what he learned today important?”. This is how the child learns to analyze what he did and what could be done differently.).
7. Reflection on the results seminar.
And here we are all sitting in this beautiful hall,
The kindergarten brought us together on the smart seminar.
If you're in a good mood,
Then clap your hands together.
This topic is always relevant!
If you agree, then shout "YES"!
Knowledge, if it comes in handy, if you apply it,
Then now the colleague on the right needs to be hugged.
Teachers in our preschool educational institution are masters
If you agree, shout "HOORAY"!
If there was good seminar,
Then clap your hands again.
We worked hard together with you,
But the time has come to part.
I propose to end our meeting
Loud three times "HOORAY!"
Master Class“The system-activity approach is the basis for organizing the educational process in preschool educational institutions”
1 presenter
In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. “To a developing society,” is emphasized in the “Concept of Modernization Russian education“- we need modern educated, moral, enterprising people who can make decisions independently, predicting them possible consequences, characterized by mobility... capable of cooperation... possessing a sense of responsibility for the fate of the country, its socio-economic prosperity.”
Preschool education has not been left out either. The preschool education system has moved to a new stage: evidence of this is the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education. GEF DO is a change in the educational paradigm (goal). Instead of transferring the sum of knowledge, the development of the student’s personality is based on mastering methods of activity.
The standard is based on a system-activity approach, the implementation of whichis aimed at forming a developed personality, it helps to liberate children, develops their independence, and teaches them to think creatively.
For preschool children, educational activities in the system-activity method include six successive steps (stages):
Introduction to the situation
Updating knowledge
Difficulty in the situation
Discovery by children of new knowledge (way of action),
Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills,
Comprehension (result).
We propose to consider the step-by-step implementation of all six steps of the activity method, but... since you and I are no longer children, we will apply this method to a situation from ours adult life. I need 3-4 assistants with whom I will communicate directly.
3-4 people come out, the teacher thanks them for their willingness to cooperate.
Tell me, do you like to travel?
What cities have you visited?
What interesting things did you see?
How many of you have been to other countries? In which country?
And my friend Katya was offered a last minute trip to Jamaica. She is confused and doesn't know where to start. Let's help her!
So what do we have to do?Help Katya prepare for her trip to Jamaica.
To the audience
So, we have passed the first stage of the educational situation “Introduction to the situation”.
At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children's goal”).
To do this, the teacher includes children in a conversation that is necessarily personally significant for them, related to personal experience. The teacher makes sure to listen to everyone who wants to speak out.
The emotional inclusion of children in the conversation (they always enjoy talking about themselves!) allows the teacher to smoothly move on to the plot with which all subsequent stages will be connected.
The next stage of the educational situation is “Knowledge Updating”. This stage can be called preparatory to the next stages, at which children must “discover” new knowledge for themselves. Here we offer children a variety of didactic games, during which mental operations are updated, as well as the knowledge and experience of children necessary for them to independently construct a new way of action. At the same time, children are in the game plot and moving towards their “children's goal”.
To the assistants
In our situation, I will not offer you any educational games. We'll just talk.
Let's think about what a person needs to go on a trip.
Suitcase, sunglasses, sun cream, after sun cream........... (all answers accepted)
You say everything correctly and name the right things. And if a person goes on a trip outside Russian Federation, what does he need to have?international passport
So Katya doesn’t have a passport. What should she do?
We accept all answers. But... there is no reception day at the passport office, the travel agency does not provide a service for issuing a foreign passport... Let us bring you to the fact that a foreign passport can be ordered via the Internet.
Of course, only Katya can order a passport for herself. But we can find the site and tell Katya about it. Can? Here are the computers, go look for the site.
To the audience
The end of the “Knowledge Updating” stage is considered to be the moment when children begin to complete the task, that is, they begin to perform a trial action.
To the assistants
Were you able to find a website where you can order a passport?No
Why couldn't they?We don't know how to do it correctly
So what do you need to know now?How to find the right website where you can order a passport.
Possible option: no difficulty arose.
In this case, you need to offer to explain to everyone on which website you can order a foreign passport. And then move on to the stage “Incorporation of new knowledge (method of action) into the system of knowledge and skills.”
To the audience
At this point, the “Difficulty in the situation” stage ends.
This stage is key, as it contains the main components that allow you to determine the right path to overcome the difficulty.
Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities. Using the question system “Could you?” - “Why couldn’t they?” We help children gain experience in identifying a difficulty and identifying its cause.
This stage is very important from a development point of view personal qualities and attitudes of preschoolers. Children get used to the fact that there is no need to be afraid of difficulties and failures, that correct behavior in case of difficulty - not resentment or refusal of activity, but a search for the cause and its elimination. Children develop such an important quality as the ability to see their mistakes, to admit that “I don’t know something yet, I can’t do it.”
In junior preschool age This stage ends with the words of the adult: “This means that we need to find out...”. Based on this experience (“we need to find out”), a very important question from the point of view of forming the prerequisites for universal educational actions appears in older groups: “What do you need to learn now?” It is at this moment that children acquire the primary experience of consciously setting an educational goal for themselves, while the goal is articulated by them in external speech.
At the “Difficulty in the situation” stage, the teacher must truly be a master of his craft. There are situations when children do not have difficulties. And in this case, you need to use all your skills to continue the lesson in the intended direction.
2 presenter
To the assistants
What should you do if you don’t know something?Ask someone who knows
Who will you ask? Ask.
We communicate with adults, so perhaps they will ask Google . In this case, the question needs to be asked: - How will you ask?
If they contact you:
I can help you. There is such a portal on the Internet “Portal public services RF". You need to open any Internet browser and write in the search bar: Portal of government services of the Russian Federation. From the proposed list you need to select a link with the address gosuslugi.ruNow do what I just told you about.
What do you think we should do first?Register and indicate your location.
Now open the tab “Obtaining a passport with an electronic chip for 10 years.” What do you see?Detailed instructions “How to receive the service.”
Let's imagine that Katya has come to us now. How will you tell her where she can order a passport?Helpers' answers
To the audience
The “Discovery of new knowledge” stage is completed.
At this stage we involve children in the process independent decision problematic issues, search and discovery of new knowledge.
Using the question “What should you do if you don’t know something?” we encourage children to choose a way to overcome the difficulty.
In early preschool age, the main ways to overcome a difficulty are “I’ll figure it out myself” or “I’ll ask someone who knows.”
We encourage children to ask questions and teach them to formulate them correctly.
We are gradually expanding the circle of people to whom children can ask questions. This could be a parent who came early to pick up the child, a nurse, or other employees. kindergarten. At an older age, children learn that they can “ask” a book, an educational film, search engine Internet... Gradually, children’s ideas about the sources of knowledge are expanding and systematizing.
In older preschool age, another way to overcome the difficulty is added: “I’ll figure it out myself, and then test myself according to the model.” Using problem-based methods (leading dialogue, stimulating dialogue), we organize children’s independent construction of new knowledge, which is recorded by children in speech or signs.
Thus, at the stage “Discovery of new knowledge (method of action),” children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently (under the guidance of an adult) “discovering” new knowledge.
The next stage is “Incorporation of new knowledge (method of action) into the system of knowledge and skills.” At this stage, we offer children situations or didactic games in which new knowledge is used with previously acquired knowledge. To do this, we ask questions: “What will you do now? How will you complete the task? In senior and preparatory groups individual tasks can be completed in workbooks.
Here we develop in children the ability to independently apply acquired knowledge and methods of action to solve new problems, and transform methods of solution.
To the assistants
I suggest you go back to home page portal and consider what other services are offered to us.
Replacement of a passport of a citizen of the Russian Federation, Checking and paying traffic fines, Obtaining a certificate of criminal record, Obtaining and replacing a driver's license, Making an appointment with a doctor, etc.
Tell me, might you find the portal you learned about today useful? Can you explain how to correctly find this portal on the vast expanses of the Internet?
Now come to me, please. Tell me, what did you do today? Who did they help? Were you able to help Katya? Why did you succeed? You managed to help Katya because you found out on which portal on the Internet you can order a foreign passport.
Thank you for your help, you can return to your seats.
To the audience
AND final stage“Comprehension (result)” is completed.
This stage is also important, since here the achievement of the goal is recorded and the conditions that made it possible to achieve this goal are determined.
Using the question system “Where were you?” - "What did you do?" - “Who did you help?” We help children comprehend their activities and record the achievement of a “children’s” goal. Next, using the question “Why did you succeed?” we lead children to the fact that they have achieved a “children’s” goal due to the fact that they have learned something new and learned something. Thus, we bring together the “children’s” and educational “adult” goals and create a situation of success: “You succeeded... because you learned (learned)...".
Thus, cognitive activity acquires a personally significant character for the child, children develop curiosity, and learning motivation is gradually formed.
1 presenter
So, we have examined and played out the holistic structure of using the activity method in an educational situation for preschool children. However, due to the characteristics of preschool age and the specifics of individual educational areas, it is not always possible and advisable to carry out the entire sequence of stages.
In the educational activities of preschool children, it is possible to use individual components of the activity method. For example, creating situations of observation, communication, emotional perception, thinking and performing mental operations, expression in speech, actions according to the rule, etc.
teacher Yashina O.A
“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky)
In the context of the transition of preschool educational institutions to work according to the Federal State Educational Standard, the teacher is given the task of organizing educational work in accordance with the new standards. The implementation of these tasks is fully facilitated by the system-activity approach.
In the system-activity approach, the category of “activity” occupies one of the key places, and activity itself is considered as a kind of system. In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.
The activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the educational process comes to the fore.
The goal of the activity approach is to develop the child’s personality as a subject of life activity.
To be a subject is to be the master of your activity:
- set goals,
- to solve problems,
- be responsible for the results.
The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove contradictions within the domestic psychological science between systematic approach, which was developed in the research of the classics of our domestic science and activity-based, which has always been systematic. The system-activity approach is an attempt to combine these approaches. What does “activity” mean? To say “activity” is to indicate the following points.
Activity is always a purposeful system aimed at results. The concept of a system-activity approach indicates that a result can only be achieved if there is feedback.
We all remember the old parable about how a wise man came to the poor and said: “I see you are hungry. Come on, I’ll give you fish to satisfy your hunger.” But the Proverb says: you don’t need to give fish, you need to teach how to catch it. The new generation standard is the standard that helps teach learning, teach “fishing”, and thereby master universal learning activities, without which nothing can happen. 
It is in action that knowledge is generated.
The main goal of the systemic-activity approach to teaching is to teach not knowledge, but work.
To do this, the teacher asks a number of questions:
- what material to select and how to subject it to didactic processing;
— what methods and means of teaching to choose;
- how to organize your own activities and the activities of your children;
— how to ensure that the interaction of all these components leads to a certain system of knowledge and value orientations.
Structure from the standpoint of the system-activity approach is as follows:
- the teacher creates a problematic situation;
- the child accepts the problematic situation;
— identify the problem together;
— the teacher manages search activities;
- the child carries out an independent search;
- the discussion of the results.
Main pedagogical task:
The activity approach involves:
- children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered);
- students performing certain actions to acquire missing knowledge;
- identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
- developing in schoolchildren the ability to control their actions - both after their completion and during their course;
- inclusion of learning content in the context of solving specific life problems.
Speaking about the system-activity approach in education, one cannot separate this concept from educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, educational and research activities, project activities, play activities, collective creative activities - this is all that is aimed at practical communication, which has motivational conditionality and involves creating in children an attitude of independence, freedom of choice and prepares their lives - this is the system-activity approach, which undoubtedly brings , does not bear fruit immediately, but leads to achievements.
A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving
“The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities...” (clause 2.6 of the Federal State Educational Standard for Education).* “Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education” (clause 4.7 of the Federal State Educational Standard for Education). Fgos up to
Federal State Educational Standards for Educational Education aim teachers to abandon the concept of the leading role of an adult in favor of environmental pedagogy, which presupposes the concept of an “active child” and the child’s contribution to his education; to provide the child with the opportunity to choose the content of his activities. According to the Federal State Educational Standard, all types of children's activities are of equal importance - not only play, but also communication with adults and peers, research activity, various types of creativity, etc., as can be seen from the target guidelines, according to which a child should have different qualities: Initiative and independence in different types activities. The ability to choose your own occupation. Show curiosity. The ability to make your own decisions. But, without motivation from an adult, the preschooler will not be active, motives will not arise, and the child will not be ready to set goals. And, therefore, the prerequisites for educational activities will not be formed.
What is motivation? This is the motivation of children’s behavior (through their needs, personal motives, goals of interest to them, value orientations, etc., which guides children and organizes them, and also gives the activity meaning and significance for the child himself. This is where any interaction between the child begins and adults. Without motivation from an adult, a preschooler will not be active, motives will not arise, and the child will not be ready to set goals.
TYPES OF MOTIVATION 1) Game motivation - “Help the toy.” the child achieves the learning goal by solving problems with toys. With this motivation, the child acts as a helper and protector. 1. You say that the toy needs help, and only children can help it. 2. You ask the children if they agree to help the toy and what needs to be done for this. 3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children. 4. During work, each child should have his own character - a ward (a cut-out, toy, drawn character to whom he provides assistance). 5. The same toy evaluates the child’s work and always praises the child. 6. After finishing work, it is advisable for the children to play with their charges.
2) Helping an adult – “Help me.” The motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together. 1. You tell the children that you are going to make something and ask the children to help you. 2. Wondering how they can help you. 3. Each child is given a feasible task. 4. At the end, emphasize that the result was achieved through joint efforts, that everyone came to it together.
3) Motivation - “Teach Me” is based on the child’s desire to feel knowledgeable and capable. 1. You tell the children that you are going to do some activity and ask the children to teach you about it. 2. You ask if they are willing to help you. 3. Each child is given the opportunity to teach you something. 4. At the end of the game, each child is given an assessment of his actions and must be praised.
4) Motivation - “creating objects with your own hands for yourself” is based on the child’s internal interest. This motivation encourages children to create objects and crafts for their own use or for their loved ones. 1. You show the children some kind of craft, reveal its advantages and ask if they would like to have the same one for themselves or for their relatives. 2. Next, show everyone how to make this item. 3. The completed craft is given to the child. If a child is already busy with some activity of interest, and therefore already has the necessary motivation, you can introduce him to new ways to solve problems.
5) An effective remedy increasing motivation for activity is the use of ICT. Using a computer allows you to activate involuntary attention, increase interest in learning, and expand the ability to work with visual material, which helps achieve your goals.
When motivating children, you should follow the following principles: - you cannot impose your vision on solving a problem on a child (maybe the child will have his own way of solving the problem); - be sure to ask the child for permission to do a common activity with him; - be sure to praise the child’s actions for the results obtained; - acting together with your child, you introduce him to your plans and ways to achieve them. Each activity should contain something that will cause surprise, amazement, delight, that children will remember for a long time. We must remember the saying “Knowledge begins with wonder.”
There are several approaches to motivating children that are typical for older preschool age: 1. Motives for children’s interest in the world of adults, through which you can influence the child, for example, dad made a birdhouse out of wood, and we will make it out of paper. 2. Game motives, for example, a game of traveling through stations with tasks. But here there must be a result of the activity for the child, something he will strive for. 3. Motives for establishing and maintaining positive relationships with adults and children. I can't solve the problem, who can help me? 4. Motives of pride and self-affirmation. Well done, you did well, now help your neighbor do his task.
5. Cognitive and competitive motives. Who can sort the cards into groups correctly the fastest? 6. The desire to win, to be first. Typical tasks here are: “Who is the fastest... Who can guess? ", etc. 7. Moral motives. There are few flowers on our site, but there are seeds, what do you propose to do with them? 8. Among moral motives, everything bigger place in older preschool age, social motives begin to occupy the mind. In winter, the birds are cold and hungry, how can we help them?
Principles of implementation of the system-activity approach: The principle of subjectivity of education. The principle of taking into account leading types of activities and the laws of their change in the formation of a child’s personality. The principle of overcoming the zone of proximal development and organizing in it joint activities children and adults. The principle of mandatory effectiveness of each type of activity. The principle of high motivation for any type of activity. The principle of mandatory reflectivity of any activity. The principle of moral enrichment of activities used as a means. The principle of cooperation in organization and management various types activities. The principle of child activity in the educational process.
Educational activities based on a system-activity approach have a certain structure: 1. Introduction to the educational situation (organization of children); 2. Creating a problem situation, setting goals, motivating activities; 3. Designing a solution to a problem situation; 4. Performing actions; 5. Summing up, analysis of activities.
Creating a problematic situation, setting a goal, motivating them to act To ensure that the topic of OD is not imposed by the teacher, he gives children the opportunity to act in a well-known situation, and then creates a problematic situation (difficulty), which activates the students and arouses their interest in the topic.
Execution of actions A new algorithm of activity is compiled based on the old one, and a return to the problem situation occurs. To solve a problem situation, didactic material and different forms of organizing children are used. This stage also includes: Finding the place of “new” knowledge in the child’s system of ideas; Possibility of applying “new” knowledge in Everyday life; Self-test and correction of activities;
Stage of summing up and analyzing activities: Fixing the movement in content (What did we do? How did we do it? Why?); Performing a practical application of a new content step (Is what you learned today important? Why will it be useful to you in life?); Emotional assessment of the activity (Did you have a desire to help...? How did you feel when you found out...?); Reflection on group activities (What did you manage to do together as a team?; Did everything work out for you?” Reflection on the child’s own activities (Who didn’t succeed? What exactly? Why do you think?).
The system-activity approach, as the basis of the Federal State Educational Standard, is aimed at developing in children those qualities that they will need not only in the process of obtaining an education, but also in life. The teacher, guided by the main principles of the method, teaches students to engage in an independent search for knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And this is exactly what children need initial stage education.
Basic provisions
The system-activity approach, as the basis of the Federal State Educational Standard, is based on a number of didactic principles. Each of which is taken into account when the teacher forms and plans educational activities.
It is based on the principle of integrity. Thanks to him, pupils develop a correct understanding of the world. They learn to perceive it as a system.
Next comes the principle of variability. Its observance implies regularly providing students with the opportunity to choose their own activities. It is very important. Indeed, in such situations, children acquire the skill of making informed choices.
The operating principle is also important. It implies the active inclusion of the child in the educational process. Children must learn not just to listen to information and perceive ready material, but also to extract it yourself.
Psychological aspect
In addition to the above, the principle of creativity aimed at developing different abilities pupils.
Psychological comfort is also taken into account, reminding of the importance of organizing children’s activities according to their interests. is also important. It consists in the mandatory consideration of the individual characteristics of each child in the educational process. All children develop at different rates, and each one is different from each other. A good teacher must always remember this.
And another principle is the continuity of the educational process. The system-activity approach, as the basis of the Federal State Educational Standard, includes it without fail. This principle ensures the formation and subsequent development of students at each age stage. Compliance with this provision contributes to personal self-development at all levels of education without exception. This is why it is so important to lay the appropriate “base” at an early stage.
Interaction with parents
There are a few more nuances that need to be noted. The system-activity approach, as the basis of the Federal State Educational Standard, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the students are interested in it. Their involvement in the activities of preschool educational institutions is mandatory. Without close cooperation nothing will work.
The teacher, in turn, must form among parents a correct understanding of the unity of the tasks and goals of the preschool educational institution and the family. He needs to contribute to the growth of their psychological and pedagogical competence. For this purpose, consultations, conversations, meetings, conferences, and trainings are organized in institutions. Parents, by taking part in them, demonstrate concern for their child and interest in his diversified development. In addition, they can help educators by talking about the characteristics of their children.
Implementation of the approach
It is carried out in several steps. The system-activity approach, as the methodological basis of the Federal State Educational Standard, implies strict adherence to consistency. The teacher works with young children, to whom everything needs to be carefully explained, and in such a way that they understand.
Therefore, the first step involves familiarizing students with the situation. At the second stage, then - collective work to identify difficulties in solving the situation occurs. The consequence of this step is the discovery by students of new knowledge or a method of action. The last step is to comprehend the results obtained.
This is how the system-activity approach to teaching is implemented. Thanks to this method of teaching, children do not hesitate to be active, think and express their thoughts. The method is based on dialogue and communication, so that students not only acquire new knowledge - they also develop their speech.
Teacher's actions
The system-activity approach, as the basis for the implementation of the Federal State Educational Standard, requires professionalism from teachers. To take the first step and introduce children into an educational situation, the teacher must help create a psychological orientation towards taking action. To do this, you need to use techniques that correspond to the characteristics of the age group and situation.
The teacher must also be able to choose the topic correctly. It shouldn't be forced on them. On the contrary, the teacher is obliged to provide children with the opportunity to act in a situation that is familiar to them. It is only based on their preferences that he models it. And this is right, because only something familiar and interesting can activate children and make them want to participate in the process. And in order to identify a topic, the teacher should identify several options that are attractive to students. They will then choose the most interesting one themselves.
Then the teacher, with the help of a leading conversation, helps the children find ways to solve the problem. The main task is not to evaluate the answers. The teacher needs to teach children to find a way out of the situation, relying on their knowledge and experience.
Other aspects of teaching
There are many other nuances that the concept of a system-activity approach to teaching includes. In addition to carrying out developmental work with the entire student body, the teacher is also involved in other aspects that the field of pedagogy implies.
Each teacher is obliged to conduct psychological and pedagogical diagnostics of the universal educational activities available to children, and to participate in monitoring the implementation of the Federal State Educational Standard. The teacher also carries out correctional, developmental and advisory work with individual students. Psychological and pedagogical education of children is also mandatory.
At an early stage of education (in preschool educational institutions and primary school) the teacher plays the role of not only a teacher, but also an educator, a second parent. He must create everything the necessary conditions to realize the individual and personal capabilities of children.
Game method
The system-activity approach, as the basis of the Federal State Educational Standard of Preschool Education, is implemented in various ways. But the most popular and effective method is the game. This is a unique form of education that allows you to make the process of children receiving basic education more exciting and interesting.
Game forms make it possible to effectively organize the interaction of a teacher with students and make their communication more productive. This method also develops children's powers of observation and allows them to gain knowledge about phenomena and objects in the surrounding world. The game also contains educational and educational opportunities, which, with a competent teaching approach, are fully realized.
Also, this entertaining method goes well with “serious” teaching. The game makes the process of acquiring knowledge entertaining and creates a good and cheerful mood in children. As a result, students absorb information with great interest and are drawn to acquiring knowledge. In addition, games can improve children's thinking, their creative imagination and attention.
Selection of competencies
These are not all the aspects that the system-activity approach includes as the technological basis of the Federal State Educational Standard. The range of issues discussed in the pedagogical sphere is much wider. AND Special attention is paid to the selection of competencies. Today there are five of them, if you do not include the educational, cognitive and communicative aspects mentioned earlier.
The first category includes value-semantic competencies. They are aimed at developing children's moral foundations and principles, as well as instilling in them the ability to navigate the world and understand themselves in society.
There are also information competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, storage and use. The last two categories include social, labor and personal competencies. They are aimed at children acquiring knowledge in the civil and public sphere and at mastering in various ways self-development.
The importance of methodology
Well, as you can already understand, the system-activity approach to teaching is the basis of the Federal State Educational Standard, which is actually implemented in modern sphere education. It is aimed at developing basic learning skills in children. Which will allow them to quickly adapt to primary school and begin to acquire new knowledge and skills.
